This paper explores SLTE curriculum and speci!cally examines the course structure of a teacher education program in Chile. This examination is done through a Cultural historical activity theory (CHAT) lens. CHAT is a theory of human development, which sees learning as a collective and mediated activity. This study used a qualitative research design analysing a complex data set. The analysis of documents and participants’ perceptions on the course structure revealed a constant tension between a developmental curricular model and a training model in which content knowledge competed with practical pedagogical knowledge. The !ndings also con!rm the tendency of English pro!ciency as the most prominent knowledge in this context.

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About Malba Barahona

Educational researcher, language educator. PhD from Australian National University. Passionate bushwalker and mountain lover.
I procrastinate reading fiction, hiking, doing yoga, riding, having a beer and more recently decolonizing my existence.
I write in English and Spanish in different blogs especially with the purpose of encouraging my students to write.